Facilitating Reflective Learning in Higher Education

By Anne Brockbank; Ian McGill | Go to book overview

5
Reflection and Reflective Practice

In this chapter our purpose is to set out our meanings of reflection and reflective practice and convey their importance to learning in higher education in promoting the potential for deep and significant learning. What does it mean to engage in reflection? What do we mean when we engage in reflective practice? When can we refer to ourselves as 'reflective practitioners'? How can reflective practice encourage the deeper levels of learning to which universities and colleges aspire?

We wish to explain the ideas on reflective practice as clearly as possible. In doing so, we realize that we are using a cognitive, analytical and fairly rational means in order to make the explanation as accessible as possible to readers. In the description we may inadvertently convey the idea that once cognitively understood as a concept, then reflective practice is a straightforward and rational process. A cognitive understanding of reflective practice is a step towards what is in practice a complex and more holistic endeavour.

Barnett (1992a) uses the phrase, 'We're all reflective practitioners now'. There is a continuous search for knowledge; there is no end point. Moreover, this applies to how we practice in that the criteria by which we practice require constant evaluation. We need to be aware, therefore, of our actions in order that we may evaluate them. The capacity to engage in reflective practice becomes one of the means of enhancing the quality of the educational process and of promoting learning appropriate to higher education.

Engaging in reflective practice for Barnett is a means by which the student learner can be

enabled to develop the capacity to keep an eye on themselves, and to
engage in critical dialogue with themselves in all they think and do …
it is a reflexive process in which the student interrogates her/his
thoughts or actions. The learning outcome to be desired, from every
student, is that of the reflective practitioner.

(Barnett, 1992a: 198, original italics)

-85-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Facilitating Reflective Learning in Higher Education
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
/ 369

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.